Author: Patrick Tuazon, BSN(c)
Title: Nursing Student
Institution: San Diego State University
Coauthors: Vivian Song, BSN(c); Michelle Zhang, BSN(c), Jenny Yuan, BSN(c); Lisa Concilio, RN, MSN-ED, CCRN, PhD(c) Faculty
Skills or Simulation Laboratories
Online or Web-based Modules
Describe how to prepare 2 medications for administration using clinical data, an electronic resource, and equipment. Students will describe their direct role and responsibilities while working along-side their preceptor and clinical instructor to apply fundamental skills/knowledge to demonstrate administering or withholding common medications.
Apply key concepts from informatics, pharmacology, assessment, and fundamental nursing courses using teamwork and communication skills using the Medication Safety Map and Return Demonstration Summative Performance Evaluation Tool as a guide to clinical decision-making at a beginner’s level.
Demonstrate when to incorporate the rights of medication administration by role-playing in the lab prior to entering the clinical setting.
Intended audience: undergraduate nursing students who have not entered the clinical setting.
Crucial conversations and preparation are key to student learning. Working directly with an instructor can produce anxiety and impede learning if expectations are not transparent. Students will be able to observe how to incorporate previously learned knowledge to create clinical reasoning and decision-making. The instructor asks key questions to stimulate reasoning while the student displays preparedness and an intention to be safe and diligent using the rights of medication administration as well as watch 2 RNs verify the correct dosage of insulin ordered. Students will also observe how to draw up insulin; parts of the insulin syringe are discussed as it pertains to safe dose preparation/administration.
Medication Administration Safety Map
Return Demonstration Summative Performance Evaluation Rubric
This video demonstrates the process of medication preparation, student/instructor interactions, and displays a student’s expected level of preparedness when entering the med room. Role-playing encourages mental preparation and motivates learners.
Practice sessions developed the knowledge, skills, and attitude to create responsible, mindful, critical thinkers while working with faculty and hospital staff. Students express fear of working with faculty and thoughts of inadequacy, which were addressed early, allowing students to cognitively reframe stressors when preparing medications.
Student performance will be evaluated based on a rubric (see link below) in which learning objectives have been broken down into several expectations. Fulfillment of each task is assessed through points given in accordance with proficiency.